It is built into the Phonics
International programme that assessment
takes place routinely - simply as part of
the regular teaching and learning processes
using resources with which the learners are
familiar. This not only enables the
assessment of the learners’ progress but
also of teaching/programme
effectiveness!

Teachers and parents may find this
additional guidance and these assessments
useful:

GUIDANCE FOR THE
PHONICS INTERNATIONAL
ASSESSMENTS

This is a brief overview about the
additional Phonics International
assessments. Teachers and parents need to
make their own sensible decisions about the
use and usefulness of the various
assessments according to their
requirements.

Note that there are three cumulative SAY
THE SOUNDS POSTERS in every one of the 12
units of Phonics International. These can be
used to ‘say the sounds’ in response to
seeing the graphemes - or ‘point
to the graphemes’ in response to hearing the
sounds spoken. The letter/s-sound
correspondences on these SAY THE SOUNDS
POSTERS correlate to units 1 to 5 of the
Phonics International programme.

These alphabetic code and nonsense words
assessments indicate the general level of
the learners’ alphabetic code knowledge and
blending skill. Advanced readers may use the
two pages together (for one assessment) as
appropriate.

These are reading and/or spelling
assessments for each of the 12 units. Choose
whether to use the A or B sheets (alternate,
or use one for reading and the other for
spelling). They can be used as an initial
placement assessment and they can also
be used as a progress assessment per
unit. It is recommended that teachers or
parents use these sensibly by selecting
words from only one or two units for
assessment at any one time. There is also an
optional ‘lines proforma’ for the spelling
assessment for each unit. If spelling is
very weak, you may only need to ask for a
few spellings to make an
assessment.